We found 122 results that contain "course design"
Posted on: #iteachmsu
Posted by
almost 4 years ago
If we are completely honest with ourselves, many students come into our courses lacking basic planning and organization skills. Even when armed with a syllabus, course schedule, or online course modules, many still have difficulty planning for and carrying out weekly assignments and/or projects by designated due dates.
To assist them, I suggest that we include due dates for assignments, projects, quizzes and exams not just in our syllabi or online course modules, but that we should also include what I call an 'Important Due Dates' tab in the D2L pages we set up for our courses. Likewise, I suggest we do so whether we teach in a traditional face to face setting, hybrid, or online.
A quarter century of teaching undergraduates leads me to conclude that few consult the syllabus (or online modules) in more than a cursory way after Week One. More generally, when people have to search for something, they are less likely to find it. So, be sure to drag your 'Important Due Dates' tab to the very top of all other tabs on the left side of your D2L course content page, making it as easy as possible for students to find.
They will then be able to access all of the dates for assignments, projects, quizzes, or exams in one place without the need to wade through denser, text heavy syllabi, course schedules, or weekly course modules. At a glance, they can find what they need to know and prepare accordingly.
Given the various challenges so many young people seem to face in 2021, why not make things as easy as we can for the students in our courses?
To assist them, I suggest that we include due dates for assignments, projects, quizzes and exams not just in our syllabi or online course modules, but that we should also include what I call an 'Important Due Dates' tab in the D2L pages we set up for our courses. Likewise, I suggest we do so whether we teach in a traditional face to face setting, hybrid, or online.
A quarter century of teaching undergraduates leads me to conclude that few consult the syllabus (or online modules) in more than a cursory way after Week One. More generally, when people have to search for something, they are less likely to find it. So, be sure to drag your 'Important Due Dates' tab to the very top of all other tabs on the left side of your D2L course content page, making it as easy as possible for students to find.
They will then be able to access all of the dates for assignments, projects, quizzes, or exams in one place without the need to wade through denser, text heavy syllabi, course schedules, or weekly course modules. At a glance, they can find what they need to know and prepare accordingly.
Given the various challenges so many young people seem to face in 2021, why not make things as easy as we can for the students in our courses?
Pedagogical Design
Posted on: Reading Group for Student Engagement and Success
Posted by
almost 4 years ago
My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Pedagogical Design
Posted on: Teaching Toolkit Tailgate
Posted by
about 5 years ago
ASK ME ANYTHING with Justin Wigard -- Zines and Zine-Making as Critical Pedagogy.
Earlier this year, I taught ENG 342: "Playful Literature and Literary Games," a special topics literature seminar geared around the intersections between play and literature. As a result, this course centered zines, smallscale and handmade publications that offer opportunities for marginalized voices to make themselves heard. This culminated in a project where students forged their own entry point into these popular genres by creating a zine related to play, games, or taking the form of a game-zine. Because zines are an intimate literary form designed for smallscale distribution and are handcrafted, the zine stands as a perfect entry point to blending scholarship with creation, design with theory. Throughout the day, I will be online talking through approaches to teaching zines in the online classroom, particularly approaches to incorporating, analyzing, and making zines. Come ask me anything!
Earlier this year, I taught ENG 342: "Playful Literature and Literary Games," a special topics literature seminar geared around the intersections between play and literature. As a result, this course centered zines, smallscale and handmade publications that offer opportunities for marginalized voices to make themselves heard. This culminated in a project where students forged their own entry point into these popular genres by creating a zine related to play, games, or taking the form of a game-zine. Because zines are an intimate literary form designed for smallscale distribution and are handcrafted, the zine stands as a perfect entry point to blending scholarship with creation, design with theory. Throughout the day, I will be online talking through approaches to teaching zines in the online classroom, particularly approaches to incorporating, analyzing, and making zines. Come ask me anything!
Navigating Context
Posted on: GenAI & Education
Posted by
9 months ago
AI Commons Bulletin 12/16/2024
Human-curated news about generative AI for Teaching and Learning in Higher Education.
💚 New CTLI Resource for Using AI in Courses
Very practical introduction to AI at MSU. Details for accessing MSU’s licensed Co-Pilot. Step-by-step instructions on using AI for:
1. Writing emails to students.
2. Summarizing your course videos.
3. Designing lesson rubrics.
4. Forming learning objectives.
Learn More: http://bit.ly/SLXD_07
🏹 Open AI targeting K-12 Educators
Can Higher Ed be far behind? At the very least, increased use in K-12 will shape our incoming students. Topics in the new Open AI free online course: What is ChatGPt and how does it work, ways to use ChatGPT in teaching, best practices for responsible AI in a school setting.
Learn More: https://www.commonsense.org/education/training/chatgpt-k12-foundations
💚 ChatGPT for Natural Course Design
MSU educators explore how using ChatGPT enhances course design by improving structure, aligning objectives, and generating engaging content. Key challenges include content inconsistencies and a steep learning curve, highlighting the need for AI literacy to maximize its potential while managing risks.
Learn More: Kumar, J. A., Zhuang, M., & Thomas, S. (2024). ChatGPT for natural sciences course design: Insights from a strengths, weaknesses, opportunities, and threats analysis. Natural Sciences Education, 53, e70003. https://acsess.onlinelibrary.wiley.com/doi/10.1002/nse2.70003
Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Human-curated news about generative AI for Teaching and Learning in Higher Education.
💚 New CTLI Resource for Using AI in Courses
Very practical introduction to AI at MSU. Details for accessing MSU’s licensed Co-Pilot. Step-by-step instructions on using AI for:
1. Writing emails to students.
2. Summarizing your course videos.
3. Designing lesson rubrics.
4. Forming learning objectives.
Learn More: http://bit.ly/SLXD_07
🏹 Open AI targeting K-12 Educators
Can Higher Ed be far behind? At the very least, increased use in K-12 will shape our incoming students. Topics in the new Open AI free online course: What is ChatGPt and how does it work, ways to use ChatGPT in teaching, best practices for responsible AI in a school setting.
Learn More: https://www.commonsense.org/education/training/chatgpt-k12-foundations
💚 ChatGPT for Natural Course Design
MSU educators explore how using ChatGPT enhances course design by improving structure, aligning objectives, and generating engaging content. Key challenges include content inconsistencies and a steep learning curve, highlighting the need for AI literacy to maximize its potential while managing risks.
Learn More: Kumar, J. A., Zhuang, M., & Thomas, S. (2024). ChatGPT for natural sciences course design: Insights from a strengths, weaknesses, opportunities, and threats analysis. Natural Sciences Education, 53, e70003. https://acsess.onlinelibrary.wiley.com/doi/10.1002/nse2.70003
Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Posted on: Reading Group for Student Engagement and Success
Posted by
almost 4 years ago
My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) a Digital Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) an Interactive E-Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Takk skal dere ha!
Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.
But there might be another way.
In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.
For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.
For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:
1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.
2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.
3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.
Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.
Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:
Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic
Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) a Digital Flipbook OR Podcast
Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) an Interactive E-Poster OR Digital Scrapbook.
Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.
If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.
Takk skal dere ha!
Pedagogical Design
Posted on: #iteachmsu
Posted by
over 3 years ago
A very interesting recent book on how to make our coursework with students more inclusive. A concise 200 pages on, not only the theoretical background and need for inclusivity, but loads of very practical advice for designing courses and running class meetings with inclusivity in mind. $30 well spent. Check out 'What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching' (Stylus Publishing, 2021) on Amazon:
https://www.amazon.com/dp/1642671932?psc=1&ref=ppx_yo2ov_dt_b_product_details
https://www.amazon.com/dp/1642671932?psc=1&ref=ppx_yo2ov_dt_b_product_details
Pedagogical Design
Posted on: GenAI & Education
Posted by
9 months ago
AI Commons Bulletin - Human-curated news about generative AI for Teaching and Learning in Higher Education. 12/11/2024
📔 Automatic AI Summaries Now in ProQuest
MSU’s Proquest library database access added an AI “Research Assistant” in an article sidebar. The tool features article summaries, additional sources, important concepts and research topics.
Learn More: Library Learning Space - https://librarylearningspace.com/proquest-launches-ai-powered-research-assistant-to-promote-responsible-ai-use-in-academia/
🔎 Introduction to Prompts
Organizes many practical tips for writing AI prompts into one framework. The article is specific to education and includes links to authoritative resources.
Learn More: Park, J., & Choo, S. (2024). Generative AI Prompt Engineering for Educators: Practical Strategies. Journal of Special Education Technology, 0(0). https://journals.sagepub.com/doi/10.1177/01626434241298954
🧬 Think of AI Uses as Along a Continuum
Monash University describes four examples of AI use in their courses:
1. Explore AI with students to build AI Literacy and discuss academic integrity.
2. Design assessments that focus on process rather than product to build critical thinking.
3. Incorporate new AI-enabled activities, like simulated personas.
4. Use AI for basic assessment, freeing educators to focus on personalized feedback.
Learn More: Hook, J., Junor, A., Sell, C., & Sapsed, C. (2024). Navigating integrity and innovation: Case studies of generative AI integration from an Arts Faculty. ASCILITE Publications, 165–172. https://publications.ascilite.org/index.php/APUB/article/view/1234/1478
Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
📔 Automatic AI Summaries Now in ProQuest
MSU’s Proquest library database access added an AI “Research Assistant” in an article sidebar. The tool features article summaries, additional sources, important concepts and research topics.
Learn More: Library Learning Space - https://librarylearningspace.com/proquest-launches-ai-powered-research-assistant-to-promote-responsible-ai-use-in-academia/
🔎 Introduction to Prompts
Organizes many practical tips for writing AI prompts into one framework. The article is specific to education and includes links to authoritative resources.
Learn More: Park, J., & Choo, S. (2024). Generative AI Prompt Engineering for Educators: Practical Strategies. Journal of Special Education Technology, 0(0). https://journals.sagepub.com/doi/10.1177/01626434241298954
🧬 Think of AI Uses as Along a Continuum
Monash University describes four examples of AI use in their courses:
1. Explore AI with students to build AI Literacy and discuss academic integrity.
2. Design assessments that focus on process rather than product to build critical thinking.
3. Incorporate new AI-enabled activities, like simulated personas.
4. Use AI for basic assessment, freeing educators to focus on personalized feedback.
Learn More: Hook, J., Junor, A., Sell, C., & Sapsed, C. (2024). Navigating integrity and innovation: Case studies of generative AI integration from an Arts Faculty. ASCILITE Publications, 165–172. https://publications.ascilite.org/index.php/APUB/article/view/1234/1478
Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Posted on: #iteachmsu
Posted by
8 months ago
Religious Observance at MSU
All members of the MSU community, including educators and students, are eligible to observe their religious beliefs. Designing your course schedule to avoid conflicts with major days of religious observance will reduce the need to resolve individual conflicts and will better reflect and serve MSU's diverse and multicultural community.
The Office of the Provost website maintains a religious observance calendar and FAQ page (https://provost.msu.edu/academic-resources/religious-observance-calendar with dates through 2026) for educators and students. Educators are encouraged to consult this calendar before scheduling exams, tests, and major assignments.
The full policy on religious observance, including instructors' responsibilities to accommodate students' religious observance as well as students' responsibility to inform instructors about potential conflicts, can be found https://reg.msu.edu/roinfo/notices/religiouspolicy.aspx here.
All members of the MSU community, including educators and students, are eligible to observe their religious beliefs. Designing your course schedule to avoid conflicts with major days of religious observance will reduce the need to resolve individual conflicts and will better reflect and serve MSU's diverse and multicultural community.
The Office of the Provost website maintains a religious observance calendar and FAQ page (https://provost.msu.edu/academic-resources/religious-observance-calendar with dates through 2026) for educators and students. Educators are encouraged to consult this calendar before scheduling exams, tests, and major assignments.
The full policy on religious observance, including instructors' responsibilities to accommodate students' religious observance as well as students' responsibility to inform instructors about potential conflicts, can be found https://reg.msu.edu/roinfo/notices/religiouspolicy.aspx here.
Navigating Context